Japanese Lesson Study in

MATHEMATICSIts Impact, Diversity and Potentialfor Educational IImprovement

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Japanese Lesson Study in

MATHEMATICS

Its Impact, Diveristy and Potentialfor Eductional Improvement

Editors

Masami IsodaUniversity of Tsukuba, Japan

Max StephensUniversity of Melbourne, Australia

Yutaka OharaNaruto University of Education, Japan

Takeshi MiyakawaUniversity of Tsukuba, Japan

With support of

Shizumi Shimizui

Takuya Baba

Kazuyoshi Okubo

Abraham Arcavi

World ScientificNEW JERSEY . LONDON . SINGAPORE . BEIJINJG . SHANGHAI . HONG KONG . TAIPEI . CHENNAI

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ISBN-13 978-981-270-453-5ISBN-10 981-270-453-1ISBN-13 978-981-270-544-0 (pbk)ISBN-10 981-270-544-9 (pbk)

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JAPANESE LESSON STUDY IN MATHEMATICSIts Impact, Diversity and Potential for Educational Improvement

ZhangJi - Japanese Lesson Study in Math.pmd 12/6/2006, 1:51 PM1

Contents Foreword xiii Introduction: to the English Translation xv Introduction: translated from the Japanese version xxv Chapter 1: Japanese Lesson Study in Mathematics

Section 1: Japanese Education and Lesson Study: An Overview 1.1 “How is Lesson Study Implemented?” 2

Takuya Baba Hiroshima University

Section 2: A Brief History of Mathematics Lesson Study in Japan

2.1 “Where did Lesson Study Begin, and How Far Has It Come?” 8 Masami Isoda University of Tsukuba

v

Section 3: Official In-Service Teacher Training System 3.1 How is In-Service Teacher Training Conducted in Japan? 16

Kazuyoshi Okubo Hokkaido University of Education

Section 4: Mathematics Curriculum and Way of

Implementation 4.1 How Has Mathematics Education Changed in Japan? 22

Eizo Nagasaki National Institute for Educational Policy Research of Japan

4.2 How Have the Goals of the Mathematics Curriculum Changed? 26 Eizo Nagasaki National Institute for Educational Policy Research of Japan

4.3 How are Curriculum Standards Improved and Implemented? 30 Yutaka Ohara Naruto University of Education

4.4 How is Each School’s Mathematics Curriculum Formulated and Implemented? 36

Shigeo Yoshikawa Ministry of Education, Culture, Sports, Science and Technology, Japan

4.5 Teaching and Assessment Based on Teaching Guides 42 Masao Tachibana Morioka City Board of Education (previous position: Ministry of Education, Culture, Sports, Science and Technology, Japan)

4.6 Textbooks and Teaching Guides 48 Takeshi Miyakawa University of Tsukuba

4.7 What Kinds of Teaching Materials and Aids are Used in Japan? 52 Hiroko Tsuji Hokkaido University of Education

4.8 What do Teachers and Teacher Trainees Think About Lesson Study? 56

Tadayuki Kishimoto Toyama University

Section 5: Comparisons of Features of Past International

Comparative Studies 5.1 Why Have Japanese Lessons Paid Attracted Attention and

What are its Features? 60 Hanako Senuma National Institute for Educational Policy Research of Japan

vi Contents

Section 6: Understanding Japanese Mathematics Lessons

6.1 How do Japanese Teachers Explain and Structuralize Their Lessons? 64

Yoshinori Shimizu University of Tsukuba

6.2 How do Japanese Teachers Evaluate Their Students in Their Lessons? 68

Hiroyuki Ninomiya Ehime University

Chapter 2: Methods and Types of Study Lessons

Section 1: Preparation for Lessons 1.1 Annual Teaching Plan as a Plan for Nurturing Students:

How should Annual Teaching Plans be Created to Impart Useful Skills and Creative Ways of Thinking? 74

Yasuhiro Hosomizu Attached Elementary School of University of Tsukuba

1.2 Teaching Plans in which Questions Continuously Emerge: How to develop lessons in which students says, “Wow, it is really easy to calculate this way!” 78

Yasuhiro Hosomizu Attached Elementary School of University of Tsukuba

1.3 Developing Creative Teaching Strategies Aimed at Imparting Diverse Ways of Thinking and Fostering Enjoyment of Learning 86

Kozo Tsubota Attached Elementary School of University of Tsukuba

Section 2: Unique Japanese Lesson Development – Models and Examples

2.1 The Problem-Solving Oriented Teaching Methods and Examples 92 Satoshi Natsusaka Attached Elementary School of University of Tsukuba

2.2 Discussion-Oriented Teaching Methods and Examples: Discussion-Oriented Lessons for Improving Students’ Expressive Skills 102

Hiroshi Tanaka Attached Elementary School of University of Tsukuba

Contents vii

2.3 Problem-Discovery Oriented Teaching Methods and Examples: What are Problem-Discovery Oriented Lessons? 112

Yoshikazu Yamamoto Attached Elementary School of University of Tsukuba

Chapter 3: Trends of Research Topics in Japan Society of Mathematical Education

Section 1: Lesson Study in Elementary Schools 1.1 What are the Features of Lesson Study Projects Conducted in

Elementary School Mathematics Departments? 124 Tadayuki Kishimoto Toyama University Kozo Tsubota Attached Elementary School of University of Tsukuba

1.2 How Have the Goals of Mathematics Education Changed? 126 Tadayuki Kishimoto Toyama University Kozo Tsubota Attached Elementary School of University of Tsukuba

1.3 How Have Research Trends at the Japan Society of Mathematical Education National Conference Changed? 128

Tadayuki Kishimoto Toyama University Kozo Tsubota Attached Elementary School of University of Tsukuba

Section 2: Lesson Study in Junior High Schools 2.1 The Current Status of Lesson Study in Junior High Schools 130

Yutaka Oneda Attached Elementary School of University of Tsukuba

2.2 Changes in Curriculum and Class Hours in the New National Course of Study 132

Yutaka Oneda Attached Elementary School of University of Tsukuba

2.3 Research Trends at the Japan Society of Mathematical Education National Conference 134

Yutaka Oneda Attached Elementary School of University of Tsukuba

viii Contents

Section 3: Lesson Study in High Schools 3.1 Current Status of Lesson Study in High Schools 136

Kazuhiko Murooka Ochanomizu University Senior High School

3.2 Changes in the High School Curriculum Based on the National Course of Study 140

Kazuhiko Murooka Ochanomizu University Senior High School

3.3 Research Trends in the High School at the Japan Society of Mathematical Education (JSME) National Conference 144

Kazuhiko Murooka Ochanomizu University Senior High School

Chapter 4: Diversity and Variety of Lesson Study

Case 1: Lesson Study as In-school Training 150 Hidenori Tanaka Makomanai Elementary School

Case 2: A Study of the Class in Training Course for Teachers with Ten Years of Experiences 154

Takaharu Komiya Ibaraki Teacher Training Center

Case 3: Ties between a University Faculty of Education and Its

Attached Schools 156 Hideki Iwasaki Hiroshima University

Case 4: Curriculum Development at Attached Schools 162 Yutaka Oneda Attached Elementary School of University of Tsukuba

Case 5: Lesson Study: A Partnership among Education Sites,

Boards of Education, and Universities 166 Kazuaki Shimada Chiba University

Case 6: Lesson Study Associations 174

Izumi Nishitani Gunma University

Contents ix

Case 7: Lesson Study in Teacher Education Programs: How do Students

Become Teachers That Implement Lesson Study? 176 Masami Isoda University of Tsukuba

Case 8: Lesson Study Project Supported by Ministry of Education Culture, Sports, Science and Technology: How to Effectively Use Computers in Class 180

Yasuyuki Iijima Aichi University of Education

Chapter 5: International Cooperative Projects

Case 1: International Comparative Classroom Research Project 184 Yoshinori Shimizu University of Tsukuba

Case 2: Lesson Study in Thailand 188

Maitree Inprasitha Khon Kaen University

Case 3: Lesson Study in North America 194

Akihiko Takahashi DePaul University

Case 4: Lesson Study for the Effective Use of Open-Ended Problems 198

Yoshihiko Hashimoto Yokohama National University

Case 5: Lesson Study in Philippines 202

Shizumi Shimizu University of Tsukuba

Case 6: Lesson Study in Cambodia 206

Kenji Odani Aichi University of Education

Case 7: Lesson Study in Laos 210

Noboru Saito Naruto University of Education

x Contents

Case 8: Lesson Study in Indonesia 214

Kiyoshi Koseki Gifu Shotoku Gakuen University

Case 9: Lesson Study in Egypt 216

Kazuyoshi Okubo Hokkaido University of Education

Case10: Lesson Study in Kenya 218

Takuya Baba Hiroshima University

Case11: Lesson Study in Ghana 222

Minoru Yoshida Shinshu University

Case12: Lesson Study in South Africa 226

Katsunori Hattori Naruto University of Education

Case13: Lesson Study in Honduras 230

Eiichi Kimura Tokyo metropolitan Hakuo high school

Appendices

Appendix 1: “Exploring the Unfolding of a Cylinder”: A 6th Grade Mathematics Lesson 236

Abraham Arcavi Department of Science Teaching, Weizmann Institute of Science, Israel

Appendix 2: “New Ways of Calculation”: A 3rd Grade Mathematics Lesson 240

Abraham Arcavi Department of Science Teaching, Weizmann Institute of Science, Israel

Contents xi

Appendix 3: “I Understand What You Want to Say!”: A 5th Grade Mathematics Lesson 244

Abraham Arcavi Department of Science Teaching Weizmann Institute of Science, Israel

Appendix 4: “How Many Blocks?”: A 1st Grade Mathematics Lesson 248

Aida Yap National Institute for Science and Mathematics Education Development, Philippines

xii Contents

Foreword Japanese Lesson Study in Mathematics: its impact, diversity and potential for educational improvement has been prepared for non-Japanese Mathematics Educators who are interested in learning about the development and use of Lesson Study in Japanese Schools and its growing use in other countries as a means of improving teaching and learning in mathematics. This book has been translated from a Japanese version, Zudemiru Nihonno Sansu Sugaku Jyugyo Kenkyu edited by Shizumi Shimizu, Masami Isoda, Kazuyoshi Okubo and Takuya Baba, and published in 2005 by Meijitosyo publishers, Tokyo. One important difference is the inclusion in this book of four commentaries on sample Japanese lessons which have been prepared by Abraham Arcavi and Aida Yap. The lessons on which these commentaries are based can be downloaded from the following web site http://www.criced.tsukuba.ac.jp/math/video/. These commentaries are intended to help non-Japanese readers to understand the structure of the above lessons. Particular attention is given to describing the mathematical contents of the lessons, their main components and key events in the classroom. There are also possible issues for discussion and reflections with teachers observing these lessons. This book explains the historical development of Lesson Study in Japan and relationships between Lesson Study and the National Course of Study. The various authors explain how Lesson Study

xiii

activities are supported by all elements of the Japanese education system. Samples of lessons developed for Lesson Study are included. These give practical examples of the careful planning of content, teaching approaches and expected students’ responses that are an essential part of Lesson Study. Also included in the book are several case studies showing how Lesson Study has been used in a number of overseas locations. Much more could be said about the development and use of Lesson Study than has been included in this book. However, we hope that it will help introduce overseas readers to this important practice in which teachers and researchers work together to improve students’ mathematics. We would like to acknowledge with contribution of Abraham Arcavi for his developing of original appendices in English. Many staff members of the Center for Research on International Cooperation in Educational Development (CRICED) at the University of Tsukuba have assisted the editors of this translation to prepare final copy for publication. In particular, it is necessary to acknowledge with appreciation the work of Arturo Mena-Lorca, Rie Sugiura, Takafusa Okamura, Kimiho Chino, Kazuhiro Aoyama, Atsuko Ishikawa, Kyoko Obayashi and Hidetomo Machi for their care and assistance in preparing this translation for printing. The key agencies that have been responsible for making this book possible have been acknowledged in the Introduction to the original Japanese version.

Editors Masami Isoda Max Stephens Yutaka Ohara Takeshi Miyakawa

xiv Foreword